Patriarchal binary oppositions, which place men and women in dichotomies that marginalised women, can be reproduced through texts, including textbooks. The present study traces these binary oppositions represented in the narrative texts in English textbooks for grade ten High School. Adopting the interactive model of qualitative data analysis from Miles, Huberman, and Saldaña ( 2014), the present study took Kate Millet's feminist perspective to closely analyse the male and female characterisations characters in the three narrative texts included in the book. It was revealed that most male characters in the narrative texts were given stereotypical male characterisations, such as strong, brave, rational, ambitious, hardworking, rough, smart, independent, honest, handsome, and careless;. In contrast, the female characters were given stereotypical feminine traits such as weak, fearful, irrational, passive, nurturing, articulate, stupid, dependent, untrustworthy, beautiful, and caring. However, there have been efforts to deconstruct gender-binary by inserting some on-stereotypical characterisations both the male and female characters in these texts. This implies that while the textbooks still maintain a certain degree of marginalisation toward women, deconstruction of gendered-binary opposition has started to be pioneered by English textbooks. Hopefully, it will be improved in the next production of English textbooks.

<p>English has been used as a language of communication since early childhood. These demands make parents vying to include their children to schools that use English as a medium of language in learning. Learning English as a foreign language in Indonesia began to reach the level of early childhood education. Children aged 0-6 years which is a golden age (golden age) and is a critical period in the stage of human life that will determine the development of the next child. All aspects of language use should be introduced to the child before this golden age ends. English on the AUD has begun to be introduced at the kindergarten level. In learning English requires appropriate learning methods to increase interest and desire of students in using English in learning activities that are fun and interested students, both oral and written fluently and in accordance with its social context. This research seeks to gain knowledge about early childhood education related to English language learning in kindergarten education in Sukolilo sub-district of Surabaya city. Data collection techniques were conducted by interviews to obtain verbal information directly. From the total number of 57 kindergartens in Sukolilo sub-district, there are 28 kindergarten that become the research place. From the data obtained, as many as 28 kindergarten who became the subject of research has provided learning English during the learning proces.</p>

Abstract. Education as the long-term solution to prevent and recover disasters in any kind of society faces a new challenge, social network. The increase number of internet users especially those in young age (adolescence) brings many consequences, related with anti-terrorism as a novel disaster management. Indonesia has Pancasila as the nation ideology, but the effect of the understanding this ideology has not been explored yet. Educators have focused on the material that would appear only in the exam, and tend to neglect the material that would be appearing in the real life. Previous study found that students are the vulnerable target of terrorism ideology, so they should be protected and guided. This study aimed to analyze the effect of between believe of the nation ideology and understanding the sensitive words for adolescence students. This research focused on the grade of students understanding about several sensitive words which often used by media to describe certain act or group which resulted to phobia and generalization. This phenomenon becomes greater time by time, along with the least effort to filter the media which now become bias and set aside the journalism ethic. The object of the research involved for about 193 students in age 13 -21 which claimed as adolescence and active internet users. They have asked to answer several questions related with their understanding to several sensitive words like, "individualism, fundamentalism, radicalism, and terrorism". Furthermore, the students' believe about Pancasila as the nation ideology will also be questioned, whether this ideology create or effect the vulnerability of the students. The important of the ideology for them, is questionable. The result will show the grade of understanding and vulnerability of adolescence population to react the issue that probably become a trigger to disaster in sociopolitical.

The research is focused on seeing the causes of the low performance of lecturers and students in Christian Religious Colleges (PTKK). The three main things that were discussed and analyzed as the root of the problem were the lack of publication awareness, lack of support for infrastructure and funds, and minimal research awareness. Therefore, if PTKK does not immediately present a solution for these three aspects, PTKK will be left behind and eliminated from global competition. PTKK is required to carry out restructuring and repositioning regarding policies and actions to overcome these three things. All of this research based on a literature review and is presented descriptively—data taken from secondary sources, i.e., web, research reports, and books, including data processed from Sinta and GARUDA.

Playing is essential for children. Thus, play-based learning has been argued to create engaging learning. Employing literature review research from George, this study aims to provide a comprehensive review of play-based learning, the types of play-based learning, and their strengths and weaknesses for language learning. The data sources were previous studies published from 2015-2020 in reputable international journals and accredited national journals indexed by Sinta and other relevant sources. Play-based learning can be categorized into three types: child-directed play that results in involuntary creative learning;  teacher-directed play, which allows teachers to set up more structured plays; and mutually-directed play, which combines both types of play to provide maximum benefits for both teachers and children. It implies that teachers should select the type of play that suits the children's needs, situation, and learning objectives when choosing to implement play-based learning. Abstrak: Bermain sangat penting bagi anak-anak sehingga pembelajaran berbasis bermain dianggap sebagai pembelajaran yang menarik. Dengan menerapkan model Kajian Pustaka dari George, penelitian ini bertujuan untuk menyajikan paparan komprehensif mengenai pembelajaran berbasis permainan, jenis-jenisnya, serta keunggulan dan kelemahannya untuk pembelajaran bahasa. Sumber data dalam penelitian ini adalah hasil penelitian-penelitian yang diterbitkan pada 2014-2020 di jurnal internasional bereputasi atau jurnal nasional terakreditasi Sinta, serta sumber lain yang relevan.  Pembelajaran berbasis permainan dapat dikelompokkan menjadi tiga jenis. Pertama, permainan bebas yang diarahkan anak-anak, yang menghasilkan pembelajaran bahasa spontan dan kreatif tanpa campur tangan guru. Kedua, permainan yang diarahkan guru, yang memungkinkan pembelajaran yang lebih terstruktur dengan arahan guru. Ketiga, permainan kolaborasi yang memberikan manfaat yang maksimal karena baik guru maupun anak-anak merencanakan permainan tersebut. Bagaimanapun, dalam memilih jenis permainan yang akan digunakan, guru diharapkan mempertimbangkan kekuatan dan keterbatasan masing-masing jenis permainan berdasarkan kebutuhan, situasi, dan tujuan pembelajaran anak.